When I became an Imagery Analyst in 1984 we were still fighting a
Cold War and our training centered on large static targets. The
reconnaissance and surveillance assets of the of the Vietnam era were
still being taught even up to the Gulf War in 1991. Students were
expected to learn the majority of their job after they graduated. After
the Gulf War things started changing. Our world became very different as
technology was quickly evolving. The Berlin Wall was finally torn down,
effectively ending the Cold War. The Army is now concerned with fighting
small limited wars and counterinsurgency operations (COIN) along with
peacekeeping missions in areas such as in Bosnia.

The imagery environment has evolved to meet the new operational
environment in several ways. Advances in computer technology now allow
us to process digital data and data files can be searched, sorted, and
stored for future reference. Images that used to be wet processed on a
film base and stored on long rolls are now stored digitally where one
image can easily be referenced to another. Digital data can be merged or
layered onto the image to create enhanced intelligence products. The
second change was the Internet. The World Wide Web allows us to easily
share information. We can transmit data and intelligence anywhere in the
world, often in near real time. Warfighters can access imagery and
information even in a combat zone.

The third event that changed everything was 9/11. Terrorism is not
new; in the past we saw it happen in other countries in the news. But
the events of September 11, 2001 made all Americans aware that it was
our problem too. The terrorist attacks made us realize that we are now
fighting a shadowy adversary that doesn't necessarily have fixed
bases, a defined order of battle, or even a uniform. Instead of
identifying equipment and static targets we are looking for individuals.
Critical thinking, collaboration and knowledge sharing are keys to
rooting out terrorists. Instead of carpet bombing large targets we now
need to strike a single building or vehicle with surgical precision in
order to limit collateral damage. Our primary weapon is the dismounted
soldier who must kick in doors and engage the enemy at arm's
length.

The last change was the use of geospatial information by imagery
analysts. Not too long ago the topographic analyst provided geospatial
information to intelligence analysts as part of the Intelligence
Preparation of the Battlefield (IPB) process. Today geospatial
information is critical in identifying patterns of activity to cue
forces to find and kill terrorists. Because this is an intelligence
function, the time has come for imagery analysts to become proficient in
some geospatial tasks. The imagery analyst blends imagery, geospatial
information, and imagery intelligence into one intelligence product. A
product created in this way is referred to as geospatial intelligence or
GEOINT. Because of this the imagery analyst is now commonly called a
GEOINT analyst, although this is not an official designation.

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Changes to the 96D10 Imagery Analysis Course

The Imagery Analysis Course taught at Fort Huachuca was designed
around Cold War doctrine and conventional warfare. 9/11 made some
imagery critical tasks obsolete and started a round of critical thinking
about what skills an imagery analyst would need to have acquired upon
course completion. A country at war needs Soldiers who can successfully
perform their mission as soon as they get to their first assignment;
many are finding themselves in a combat zone within weeks after advanced
individual training. Prior to 9/11 it was assumed that a Soldier would
learn many basic and intermediate skills at their unit during the first
year or so. Today, a soldier assigned to a brigade combat team (BCT)
will have no time to develop skills, and due to the limited number of
imagery analysts in the unit, the new Soldier may very well be the
senior imagery analyst in the unit.

Therefore, the course had to prepare Soldiers to perform tactical
missions using advanced technology to meet the needs of a modern Army
fighting on a digital battlefield. They must be able to provide imagery
and geospatial intelligence against terrorists and insurgents in a
timely manner. This is certainly the most difficult mission for an
imagery analyst due to the nature of unconventional warfare. The lack of
static targets and military equipment limits the usefulness of
conventional imagery. Imagery of transitory targets and unconventional
facilities must be merged with other data and geospatially referenced to
make useful intelligence.

To prepare our Soldiers for today's mission we had to first
assume they would deploy immediately into a combat zone. The basics must
still be taught such as map reading, imagery analysis techniques, and
vehicle identification. But today the student is also introduced to
digital geospatial information at the very beginning of the course.
During the Map Reading instruction, students are quickly introduced to
Compressed Arc Digital Raster Graphics (CADRG) and Digital Terrain
Elevation Data (DTED). We start with FalconView[TM] as the first
visualization tool the students see; it is easy to learn and is useful
for geospatial visualization. The students learn the basics of GEOINT
and the four main types of data (raster, vector, matrix, and textual.)
Later in the course they will explore this data in depth using more
advanced tools.

The precursor to Battle Damage Assessment (BDA) is Targeting.
Students learn to use digital point positioning data base (DPPDB) and
provide mensurated points using the targeting software, Digital
Precision Strike Suite (DPSS). The main tool we use is Precision Strike
Suite for Special Operations Forces (PSS-SOF).

Reports used to be a paper-based exercise where students literally
hand wrote imagery reports. Now students enter reports in the common
report writing software, Imagery Exploitation Support System (IESS).

Students learn about imagery databases and how to research targets.
They download National and commercial imagery, CADRG, and DTED as if
they were in the field and satisfying a requirement. The emphasis is
making sure the student knows data is available and how to get it. After
researching a target, the students create imagery derived products and
prepare professional military briefings. Instructors usually critique
the students but often guests such as visiting officers and warrant
officers attend the brief and provide valuable feedback to the students.

Students get excellent training in advanced geospatial intelligence
(AGI) or Imagery Derived MASINT. They actually produce two color
multiview (2CMV) products in class along with other products and then
brief their own products. Not only can the students recommend the best
imagery derived MASINT product to satisfy a requirement, but they also
know how they are produced and how to interpret the product.

With the inclusion of GEOINT, the imagery analyst's mission
has evolved largely due to the types of data that can be processed
geospatially in addition to images. Detailed analysis can be performed
on imagery in conjunction with collected database information in order
to detect patterns of activity that give away terrorist and insurgent
movement. We live in a visually oriented world. Our students grew up
with computers and video games; therefore, they learn to work with
geospatial data very quickly. In the field, the customers the GEOINT
analysts support also want to be able to visualize data. Database
information is often best portrayed geospatially and merged as layers
over an imagery base. To build layers of geospatial data the students
are learning to work with ESRI's ArcGIS. They create raster
databases and import Shapefiles as layers. They also create their own
Shapefiles and learn the importance of attributes associated with each
feature. Finally, the students export their data as a product that
satisfies the needs of the requestor. Geospatial data can be exported as
Shapefiles, spreadsheets and databases as well as special products such
as PowerPoint presentations and interactive maps. This is all done in
class using raster data such as CADRG or imagery as a spatial reference.

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Training at the JI-CTC

The last phase of the course is the situational training exercise
(STX) conducted at the Joint Intelligence-Combat Training Center
(JICTC). Here the students, in a division ACE GEOINT Cell, operate in
various positions where technical competence, leadership, briefing
skills, and critical thinking skills can be honed and assessed while
performing GEOINT tasks in a stressful environment. The main focus in
the exercise is the unmanned aerial system (UAS) simulator using
Multi-User Simulator Environment (MUSE) software.

Several tools are available that the students will also see when
they get to the field. Students use FalconView[TM], RemoteView, and
ArcGIS as visualization and exploitation tools. We are currently
evaluating Socet-GXP as an exploitation tool. PSS-SOF is used for
targeting and when a mensurated point is required. The students
communicate through mIRC, a chat tool, and Voice over Internet Protocol
(VOIP) which is used for secure voice communication. Every effort is
made to incorporate the Distributed Common Ground Station-Army (DCGS-A)
tools whenever possible.

Training in the STX is focused on using imagery, geospatial data,
and intelligence to keep the warfighter informed of the current
situation and to help predict what the enemy is going to do next.
Students manage UAS operations in COIN missions as well as a
conventional warfare situation. 2CMV AGI products are created in
response to intelligence requirements and are included in the daily
brief. Recent additions to the STX include using commercial and National
imagery as well as full motion video to satisfy information requests
generated from other exercises within the JI-CTC. Students manage a
requirements database and attempt to answer each request with a suitable
GEOINT product. Through this they learn the basics of time and asset
management. During the exercise targeting scenarios are introduced as
time sensitive requirements for mensurated points. The result of the
targeting is witnessed by a UAS on station and the student can report
BDA.

A Joint Service Work Station (JSWS) simulator is used to provide
cross cueing for UAS operations. Our students are instructed in the
basics of moving target indicator (MTI) analysis prior to the STX. The
UAS mission manager communicates with the mission planner through mIRC
chat tool and VOIP. The NCOIC communicates with the cadre using the same
means to receive missions and intelligence reports. Tactical reports
(TACREPS) are passed over VOIP and also posted to PathFinder.

Each day ends with the Battle Update Brief. Students prepare a
professional military brief for the commander complete with PowerPoint
slides, GEOINT products, and AGI. The students are preparing for the
brief all day and are eager to report the successes of the day, yet are
anxious about facing the commander to report mission failures. Not every
scenario has a happy ending. The ultimate outcome depends upon student
interaction, reactions to situations, and communication. Feedback is
critical to learning so each day ends with an after action review where
each situation is discussed and lessons are learned so mistakes will not
be repeated. Each morning begins with a new mission and another chance
to excel.

Conclusion

The key to GEOINT training today is to continue to train the basics
and then focus on today's counterinsurgent/counterterrorist
situation, by having the students prepare professional GEOINT products
that satisfy a particular intelligence need. The students learn to work
as individuals and as a team to ensure success using DCGS-A tools
whenever possible. Students graduate the 96D10 course knowing full well
they are likely to be in a combat zone on their first assignment. We
cannot assume they will have a year or more to learn the skills
necessary to perform their mission. We provide them with the skills,
knowledge, and experience to work in a production center, division ACE
or a BCT as part of a GEOINT team.

The Soldier and civilian cadre here at Fort Huachuca are dedicated
to producing the finest Imagery Analysts. Feedback from the field is
critical to improving the quality of our training. Many of our scenarios
are based on real situations. As operations continue in areas such as
Iraq, we will continue to update training based on lessons learned. The
Soldiers graduating this course will not only be on the cutting edge of
GEOINT technology, but will hopefully lead the field by introducing
their peers and supervisors to new and better ways to analyze geospatial
data.

Mr. Tim McClune enlisted in the Army in 1984 and graduated from the
Imagery Analyst Course at Fort Huachuca, Arizona. His imagery analysis
assignments include CM&D, III Corps, Fort Hood, TX; 452nd MI
Detachment, 172d Light Infantry Brigade, Fort Richardson, Alaska; V
Corps ACE, IMINT Requirements, Heidelberg, Germany, and Third U.S. Army,
IMINT Requirements, Fort McPherson, Georgia. He was deployed in support
of the V Corps DISE; Operation Joint Endeavor; and TSAR AB, Hungary 1996
Coalition Task Force. He instructed imagery analysis at the 5-104 MI
Battalion (USAR) and was a training developer for the National
Geospatial-Intelligence Agency. As a civilian, Mr. McClune has served as
an instructor and training developer for USAIC. Currently, he is
responsible for developing the 96D10 STX and incorporating GEOINT
training into the course.

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